Title I New Administrators

NetworkingDecember 9, 2015

ECTAC Quarterly Meeting

ROLLTime to get to know each other!

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Where do you work? What is your Title?

How long have you worked with the Title I program?

CALL

Favorite Christmas song

Favorite Christmas movie

Agenda• Needs Assessment• ECTAC Evaluator Team, Jan Mahowski (Pinellas) & Courtney Zmach (Collier)

• Program Planning• Program Evaluation• Monitoring• Survey Monkey Questions• Proposed Topics

Needs Assessment

What is a Needs Assessment?

• Need: A discrepancy or gap between “what is” and “what should be”• Needs Assessment: Systematic set of procedures that are used to

determine needs, examine their nature and causes, and set priorities for future action• In the real world, there is never enough money to meet all needs.

Needs assessments are conducted to help program planners identify and select the right job before doing the right job.

Needs Assessments

• Title I schools conduct the comprehensive needs assessment.• Formal process outlined in section 1114 to develop the schoolwide plan• Coincides with the School Improvement Plan

• Title I Directors conduct a needs assessment before planning budget and program activities for the Title I program.• Informal process• Not outlined in statute• Use districtwide data• Comprehensive (collaborate with other federal programs)

Legal Requirements

(b) COMPONENTS OF A SCHOOLWIDE PROGRAM-(1) IN GENERAL- A schoolwide program shall include the following components:

(A) A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

[Section 1114(b)(1)(A) of Title I of ESEA]

Legal Requirements

(B) PLAN DEVELOPMENT- The comprehensive plan shall be —(i) developed during a one-year period, unless —

(I) the local educational agency, after considering the recommendation of the technical assistance providers under section 1117, determines that less time is needed to develop and implement the schoolwide program; or(II) the school is operating a schoolwide program on the day preceding the date of enactment of the No Child Left Behind Act of 2001, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section;

Legal Requirements

The comprehensive plan shall be —(ii) developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school;

Legal Requirements

The comprehensive plan shall be —(iii) in effect for the duration of the school's participation under this part and reviewed and revised, as necessary, by the school;(iv) available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand;

Legal Requirements

The comprehensive plan shall be —(v) if appropriate, developed in coordination with programs under Reading First, Early Reading First, Even Start, Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

[Section 1114(b)(2)(B) of Title I of ESEA]

Recommended Steps for the CNA

(1) establish a schoolwide planning team(2) clarify the vision(3) create the school profile(4) identify data sources(5) analyze data

a. prioritize needs

Can these same steps be used at the district

level for the district needs assessment?

Step 1: Establish a Schoolwide Planning Team• The Planning Team:• is established by the principal or instructional leader• organizes and oversees the needs assessment process• leads the staff in developing the schoolwide plan• conducts or oversees the program’s annual evaluation• is knowledgeable of the Title I program requirements

Step 1: Establish a Schoolwide Planning TeamThe Planning Team should include:• parents and other members of the community • individuals who will carry out such plan, including teachers, principals,

and administrators (including administrators of other programs)• if appropriate, pupil services personnel, technical assistance

providers, school staff• students (if it’s a secondary school)

Step 2: Clarifying the Vision

A collective vision is the engine that drives school performance.

Step 2: Clarifying the Vision

Questions for the Schoolwide Planning Team:• What is our purpose here?• What are our expectations for students?• What are the responsibilities of the adults who work here?• How important are collaborations and partnerships?• How are we committed to continuous improvement?

Step 3: Creating the School Profile

A snapshot that will help illustrate the gap between where the school is now and where

it wants to be when its vision is realized.

A data-driven description of the school’s student, staff, and community demographics,

programs, and mission.

Step 3: Creating the School ProfileCollecting information that will establish the current status of the school, for

example:1. Student Needs (student achievement data, measurable goals, parent

knowledge of student progress, drop out rates, absentee data, discipline, etc.)

2. Curriculum and Instruction (alignment with standards, teacher comfort levels, technology uses, progress monitoring tools, evaluation of curriculum, etc.)

3. Professional Development (HQ data, common planning time available, frequency and quality of PD opportunities, etc.)

4. Family and Community Involvement (translations available, routine communication, community view of school, trainings offered to parents, etc.)

5. School Content and Organization (vision/mission statement, school climate, role of principal, effectiveness of discipline policies, etc.)

Step 4: Identifying Data Sources

• Quantitative data such as student achievement results, enrollment counts, dropout rates, and graduation rates from school and district records and reports, and demographic statistics from community-based or other organizations• Qualitative data that reveal attitudes and perceptions

Step 5: Analyzing Data

• What are the strengths and the challenges of the current school program?• Does the evidence gathered support staff assumptions about

strengths and needs?• Are there information gaps? What more do we need to know? • What priorities does the information suggest?

Step 5: Analyzing Data

• Measurable goals can be established once the data has been analyzed and conclusions have been made regarding “what is” and “what should be.”• There should be a clear connection between the information

gathered and the conclusions that are based on that information.

Compare to District Needs Assessment

• Are these the same types of activities that occur when developing the district plan?• How are these steps similar? How are they different?

ECTAC Evaluation Teamhttp://www.ectacfl.net/needs-assessment.html

Comprehensive Needs AssessmentChecklist

List of team members (and positions) developing the Student Success Plan (including parent representatives) Agenda for each planning team meeting “Sign-in” form of meeting participants for each meeting Minutes or summary of any meeting (Include copies of any of the following that were used.) State assessment data (reports, graphs, or charts used) Other student achievement data (e.g., Common Assessment, Read 180, etc.) Student demographic data (Subgroup composition, special population groups such as ESE, ELL) Student Engagement Data (discipline referrals, attendance, etc.) School level data (e.g., time trends of school indicators such as suspensions, teacher experience, teacher degrees; staff languages; professional development; CWT summaries) Parent Involvement data (e.g., survey results, activity evaluations, workshops, trainings, etc.) Community data (e.g., information regarding local economy, unemployment, school boundary changes, family transiency, business support, etc.) Other data (e.g., surveys, school report card, evaluation reports, budgets, etc.) Needs Assessment Summary (a synopsis of school strengths and challenge areas) This summary will be aligned with the Student Success Plan, i.e., findings should be directly addressed through activities listed in the SSP).

Program PlanningPrioritize, Goals, Strategies, Budget

Legal Requirements

The schoolwide plan must include:• Schoolwide reform strategies• Instruction by highly qualified teachers• Strategies to attract highly qualified teachers to high-need schools• Strategies to increase parental involvement• Plans for assisting preschool students in the successful transition from early childhood

programs to local elementary schoolwide programs• Measures to include teachers in decisions regarding the use of academic assessments• Activities to ensure that students who experience difficulty attaining proficiency receive

effective and timely additional assistance• Coordination and integration of Federal, State, and local services and programs[Section 1114(b)(1)(B) of Title I of ESEA]

SWP SIP

• The ten components of the schoolwide program plan (as well as the components of a targeted assistance plan) are embedded into FDOE’s School Improvement Plan template.• School that don’t use FDOE’s SIP template address the ten

components of the schoolwide plan in an additional or alternative document.

After the CNA…

• “What is” and “what should be” have been defined• Areas for improvement and areas of strength have been identified• This is the foundation for the goals of the comprehensive schoolwide

plan.

…Let the planning commence

• There will likely be many needs addressed during the CNA. Prioritize the major issues and address the most important needs first.• Outline strategies that address the most pressing needs.• Strategies the school considers should be research-based and likely to

produce the desired results.

• Planning is a cyclical process; it’s ongoing throughout the year.• As more data becomes available the plan can be updated or revised

• Goals are established after the needs have been identified.• Goals should address students and school staff.• Student achievement• Principal and teacher expectations

• Goals should be broad enough to address the entire needs and simple enough for all stakeholders to understand.• Goals are aligned to the strategic plan

Develop the Plan

• All of the components come together in the schoolwide plan/School Improvement Plan• CNA• Analyzed results• Priorities• Goals• Strategies

• Budget• Evolve and grow overtime; frequent check points to monitor progress

toward goals• Collaboration with other programs

Evaluation of the Plan

Legal Requirement

(c) Evaluation. A school operating a schoolwide program must—(1) Annually evaluate the implementation of, and results achieved by, the schoolwide program, using data from the State's annual assessments and other indicators of academic achievement;(2) Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, particularly for those students who had been furthest from achieving the standards; and(3) Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.[34 CFR 200.26]

Evaluation means…

• At minimum, an annual review of the strategies to determine if they are contributing to the desired outcomes • Improvement in student achievement?• Increases in other activities that lead to increased student

achievement?• Greater parental involvement?• High-quality professional development?

Evaluation Answers Two Questions…

• Was the program plan implemented as intended (with fidelity)?• For example, was the professional development carried out as planned?

• Did the program plan have the desired results (student achievement)?• For example, did the professional develop have a positive impact on third

grade reading scores?

Evaluation

• Although there is no legal requirements for evaluation of district plans; how can we use what we’ve learned about the school evaluation requirements to evaluate the district Title I program.

Compliance MonitoringAs a 24/7 Process

Monitoring vs Evaluation

• Evaluation measures the effectiveness of a plan• End of implementation of the plan

• Monitoring measures compliance with requirements• Ongoing throughout the year

Document System

• Organized (by compliance area)• Check points throughout the year• Electronic• Training for school personnel

Completed Month Activity Possible Documentation Documentation Source

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JULY

Set up quarterly budget reviews with school Bookkeeper/FTE clerk to review and monitor Title I Budget. (IIA-4)

Select Family Liaison (KIA-3)

Begin evaluating prior year program implementation. Begin the problem-solving process for School Improvement Plan and Family Engagement planning. (AIA-2, KIA-3)

Develop and maintain inventory for supplies,

equipment, materials and resources purchased with Title I Funds and the locations of items. (IIA-3)

Collect meeting agendas, minutes, and sign in

sheets demonstrating compliance. (KIA-4)

Title I Budget (II-4)

Parent Liaison Form (KIA-3)

Problem Solving-Template used for SIP (AIA-2, KIA-3)

Inventory Spreadsheet, Sign out sheets for Title I Funded resources (IIA-3)

Meeting agendas, minutes, sign-in sheets, presentation materials used during SAC, Data Chats, Leadership meetings, etc (KIA-4)

FTE Clerk/Admin

Family Engagement

Admin

FTE, Technology

Facilitator

PTA, SAC, Admin, MTSS team

Guest Districts

• Jane Mahler, Sarasota

• Title I Basic Budget Estimating (i.e., how do we calculate our estimated award)

• Best Practices from other districts in regards to Project Timelines for grant planning (maybe some sample timelines could be shared for us newbies)

• Best Practices from other districts in regards to documents use for school level Use of Funds approval (templates/processes)

March New Coordinator Training

Suggestions for Future Topics